Critical Pedagogy Model of Civic Competence through Service-Learning¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 associational), q2 · 1 of 1 report an effect size · 2 claims rest on one study

Description¶

A pedagogical model representing the relationship between community-based learning pedagogy and civic competence, with four components (knowledge, skills, attitudes, actions) comprising eight overlapping and interactive epistemological domains. The article states "this epistemological model incorporates service as the conceptual linchpin, recognizing that action is not just the culmination of competence, but an integral part of it." It is surrounded by a pedagogical ring of course design, teaching strategies, integration of service, and iterative teaching, and was empirically supported by correlational survey data from 10,974 students at one university.

Design Implications¶

Context¶

Requirements¶

• Deliberate integration of civic competence into educational practices, including course design, teaching strategies, and integration of service into the course

Constraints¶

• Iterative teaching was not analyzed in the study that tested the model
• The model was tested with observational course-evaluation data from a single urban research university, not an experimental design

Target Learners¶

• undergraduate students in community-based learning courses

Target Learning Objectives¶

• civic competence: knowledge, skills, attitudes, and actions for democratic participation

Claims¶

• Diversity Enhances All Civic Competence Outcomes [+M]
• Syllabus Service Content Connection Strongest Pedagogical Relationship [+M]

Related Theories¶

• Competing conceptual models of service-learning: Butin's four perspectives and Mitchell's traditional/critical distinction
• Citizenship competence comprises three interrelated components: civic knowledge, civic skills, and civic dispositions or virtues

Examples¶

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Key Sources¶

• Stokamer, S. (2013). Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning. Journal of Higher Education Outreach and Engagement, 17(1). https://www.proquest.com/docview/3468983